THIS SERIES OF FIVE STUDIES EXAMINED THE NATURE AND ORGANIZATION OF NONTEST, ACADEMIC ACHIEVEMENT-RELATED, CLASSROOM BEHAVIORS FROM KINDERGARTEN THROUGH 12TH GRADE, AND DEVELOPED RATING SCALES THAT A TEACHER CAN EMPLOY TO RELIABLY DESCRIBE THESE BEHAVIORS IN A STANDARD FASHION. RESEARCH INVOLVED NORMAL PUBLIC SCHOOL AND SPECIAL CLASS STUDENTS OF BOTH SEXES. MOST OF THE RESEARCH EFFORT FOCUSED UPON THE MEASUREMENT OF BEHAVIORS FROM KINDERGARTEN THROUGH SIXTH GRADE. BEHAVIORS WERE SELECTED OUT OF TEACHER CONFERENCES, SCALE ITEMS CONSTRUCTED, RATINGS MADE BY TEACHERS, FACTOR ANALYSES PERFORMED, AND BEHAVIORS RELATED TO AGE, SEX, IQ, ACADEMIC ACHIEVEMENT, CLINICAL DIAGNOSIS, ACADEMIC SUBJECT, GRADE LEVEL, SEX OF TEACHER-RATER, AGE AND EDUCATIONAL LEVEL OF PARENTS, SIBLING STATUS, AND RACE OF CHILD. NORMS AND TEST-RETEST DATA WERE OBTAINED, AND COMPARISONS WERE MADE BETWEEN ACADEMIC ACHIEVERS AND NONACHIEVERS, AND BETWEEN NORMAL AND SPECIAL CLASSES. IN ALL, 147 TEACHERS MADE 1,719 RATINGS ON A TOTAL OF 1,546 CHILDREN. THE RESULTING SCALES ARE FEASIBLE TO USE. BOTH THE ELEMENTARY AND HIGH SCHOOL RATING SCALES ARE PRESENTED IN THE APPENDIX. A REFERENCE LIST INCLUDES SIX ITEMS. (AUTHOR)